| Abstract: | Transitional, or extra year, classes have become a widely implemented intervention in many schools. This study investigated the academic effectiveness of a prekindergarten program in a suburban, predominantly Caucasian upper middle class school system. Ninety matched pairs of children were selected for the study based on a “developmentally immature” score on the Gesell School Readiness Test. Children who spent an extra year in prekindergarten were matched with youngsters who proceeded directly to regular kindergarten based on gender, date of birth, and Gesell score. No significant differences were found between the two groups of students on the basis of Stanford Achievement Test scores (second grade), Pupil Evaluation of Progress scores (third grade), placement in a first grade remedial reading program, review by the building level Pupil Service team, or classification by the Committee on Special Education. © 1997 John Wiley & Sons, Inc. |
